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Abstract Title: Investigating the Impact of Cognitive Training on Newton’s 2nd Law
Abstract: Physics problems can be difficult for students, even after adequate instruction. Recent studies have indicated that reflexive reasoning processes seemingly unrelated to conceptual knowledge may be responsible for these difficulties. Attending to these reflexive processes during instruction may improve performance on difficult physics questions. We have therefore devised a training that aims to utilize reflexive processing to influence performance on difficult physics questions. Our findings have implications for improving physics instruction generally.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.M3

Author/Organizer Information

Primary Contact: Robyn Leuteritz
University of New England
Biddeford, ME 04005
Phone: 720-387-9484
and Co-Presenter(s)
J. Caleb Speirs (University of New England), Thanh Lê (Western Washington University), and Shawn Ell (University of Maine)